Getting Curious (Not Furious) With Students. I'm not an expert when it comes to identifying trauma in students, but I've spent enough time in classrooms to recognize stress- and trauma-related behaviors.
During my tenure as a high school teacher, I wanted to better support my students who were struggling emotionally. This prompted me to seek literature and training. My work now is in teacher education, and I have continued to educate myself in this arena so that I could inform the novice teachers I work with as they bring challenging situations from their own classrooms to our discussions in the university classroom. When their students act out, I propose the novice teachers do the following: Get curious, not furious. Let's explore what that means. Energy and Calm: Brain Breaks and Focused-Attention Practices. When presented with new material, standards, and complicated topics, we need to be focused and calm as we approach our assignments.
We can use brain breaks and focused-attention practices to positively impact our emotional states and learning. They refocus our neural circuitry with either stimulating or quieting practices that generate increased activity in the prefrontal cortex, where problem solving and emotional regulation occur. Brain Breaks A brain break is a short period of time when we change up the dull routine of incoming information that arrives via predictable, tedious, well-worn roadways. Math Teaching Resources for K-5 Classrooms. Rita Pierson: Every kid needs a champion.
On Relationships and Innovation… One of the biggest challenges I’ve noticed in implementing meaningful change does not involve the dwindling dollars our classrooms and schools receive.
The biggest challenge I’ve encountered involves empowering the people involved in the process of change. I don’t think any change in education can be meaningful if it leaves the professionals who are impacted feeling diminished or on the sidelines. In other words, relationships and innovation are inherently linked. Some questions I continue to reflect upon are: Mentoring efforts foster freshman transition at MHS. According to Monticello High School Assistant Principal John Reeves, the Monti school district set out a couple of years ago looking to make a change.
It has long been known that the transition from middle school to high school can be a challenging and stressful time, one with kids walking wide-eyed into a huge, unfamiliar school, feeling small compared to the huge, unfamiliar seniors sharing the hall with them. So, Monticello searched for a way to improve the experience. “We set out a couple of years ago, looking for an intentional and meaningful way to create a positive transition into the high school setting for our freshman,” said Reeves, in a sit down with the Monticello Times this fall. Overcoming teacher tech phobia. When it comes to integrating technology into the classroom, some teachers are concerned about the impact devices and apps could have on their instructional delivery and assessment techniques.
There is a sense that changing practices must mean completely abandoning their previous routines. Not so! Here are three ways tech-phobic teachers can dip their toe into new waters. Start small. Suggest teachers find one small aspect of instructional practice to adjust – maybe a bell-ringer activity, attendance procedure, or quick check for understanding. The @DavidGeurin Blog: Do We Really Have Time for Digital Citizenship? The Problem with Giving Young Children Homework. America has recommitted itself to improving its public education in a way that’s somehow been both ambitious and fearful, frantically implementing untested strategies that have fundamentally changed schools and student’s experiences, arguably for the worse.
With a concern that American students are increasingly unable to successfully compete internationally for jobs, governmental agencies and politicians are pushing STEM (Science, Technology, Engineering, and Mathematics) curricula in spite of education experts’ concerns about other areas being de-emphasized. Public schools, terrified of losing funding due to low test scores, have moved to “teaching to the test,” where the goal is passing exams, not mastery of a subject. Homework is wrecking our kids: The research is clear, let’s ban elementary homework.
“There is no evidence that any amount of homework improves the academic performance of elementary students.”
This statement, by homework research guru Harris Cooper, of Duke University, is startling to hear, no matter which side of the homework debate you’re on. Can it be true that the hours of lost playtime, power struggles and tears are all for naught?